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Albert Huang

Table

Contents CV Syllabus Teaching Methods Vocabulary Listening Translation Writing Exam preparation Speaking 02 07 11 12 16 17 22 25 27

of

About

Applying the concepts and knowledge from Educational Psychology including memorization techniques, repeated exposure, and contextual learning.

Furthermore, using counseling skills to boost students’ morale to face any difficulties and conundrums.

Test Score

Albert Huang

2018 學測英文 15級分 2017 TOEIC 990 2018 IELTs 8

2014 TOEFL 108 Reading: 30 Listening:30

Teaching philosophy

• problem solving

• active involvement

student centered learning

scaffolding instruction

Meaningful learning

• Local news

Personal and societal issues

spiral leaning

• bridge between prerequisite and new knowledge

Skills

English

Counseling

Programing

Statistics

Software

Matlab

Python

SPSS

curricula based knowledge

Hobbies

Hiking

Workout

Choir

2006 - 2011

Bachelor of Art

Nation Taiwan Normal University

BA in History, and Minor in Educational Psychology and Counseling

2015 - 2017

Master of Art

New York University

MA in Psychology (Neuroconomics) in New York University

Research experience

2009 The affiliation aptitude among students who studying in the teaching program, in the course of Mental and Educational psychology.

2010 Freshmen’s lifestyle analysis in National Taiwan University for mental and physical health guidance, in the course of Research Methods in Behavior Science.

2010 2014

The relationship analysis among the Internet usage, the interpersonal relationship, and the Internet addiction in the Liberal Art School, in the course of Application of Statistical Packages in Social Science. Philip lab with Joey fear generalization

2014 - 2015 The relationship analysis among the Internet usage, the interpersonal relationship, and the Internet addiction in the Liberal Art School, in the course of Application of Statistical Packages in Social Science. Phelps lab with Joey fear generalization

2015 - 2017 Neuroenomics. The topics includes endowment effect, sunk cost effect, Bayesian theory, inquiry theory and so on.

Education

2010 - 2011

Teaching assistant

A local cram school located in Banqiao

Checking students’ assignment and answering students’ questions

2017Cram School teacher

Elite English Language Institute of Testing and Education

Teaching TOEIC, TOEFL/ IELTs

2010 - 2011

Intern

Practicum in

Counseling in LongSum Junior high school and Long-Men junior High School, Taipei city

2012 - 2014

Tutor

Self-employed

Teaching junior and senior high school English

2017 - Now

Tutor

Self-employed

Teaching 學測, 指考,TOEIC, TOEFL, IELTs, 劍橋英檢 CAE, FCE

Experience

Syllabus 課程表

週日期 Vocabulary 字彙依類別新型模擬考歷屆試題 Listening 聽力 Writing/grammar 寫作句型文法 1 7/10 背單字的方法與字根字首的介紹龍騰版第一冊 1-5 第五冊 1 克漏字解題要領龍騰單字片語與克漏字 practice 1 五大句型及其衍生語態時態關係代句型分詞構句 2 7/17 第冊 6-review 3 第五冊 2 文意選填解題方法龍騰單字片語與克漏字 practice 2 情狀助動詞假設語氣（條件句）讓步句型比較句型 3 7/24 第二冊 1-5 第五冊 3 閱讀測驗解題方式（混合提）龍騰單字片語與克漏字 practice 3 時間句型 It 句型 /that 句型目的、結果、原因句型冠詞代名詞句型 4 7/31 第二冊 6-review 3 第五冊 3 篇章結構龍騰單字片語與克漏字 practice 4 不詞定詞句型 Ving 否定句型倒裝句型 5 8/7 第三冊 1-5 第五冊 4 龍騰單字片語與克漏字 practice 5 連結詞助動詞介系詞 6 8/14 第三冊第五冊 5 龍騰單字片語與克漏字 practice 6 複習：名詞子句形同詞子句副詞子句 7 8/21 第四冊 1-5 第五冊 6 龍騰單字片語與克漏字 practice 7 如何擬大綱、四大考題類型、段落的構成高分句構介系詞大全

For senior

週日期 Vocabulary 字彙依類別新型模擬考歷屆試題 Listening 聽力 Writing/grammar 寫作句型文法 8 8/28 第四冊 6-review 3 龍騰單字片語與克漏字 practice 8 敘述文寫作技巧描寫文寫作技巧 : 人、事、物 9 9/4 Review book 1 北模9/5-6 複習週記 1 週計畫 1 practice 9 說明文寫作技巧 Comparison/ contrast Classification Definition 10 9/11 Review book 2 複習週記 2 週計畫 2 practice 10 議論文寫作技巧 1 Cause effect 議論文寫作技巧 2 problem solution 11 9/18 Review book3 複習週記 3 週計畫 3 practice 11 書信：邀請函 \詢問信 \道歉信 12 9/25 Review book 4 複習週記 4 週計畫 4 practice 12 感謝信 \忠告信、抱怨信 13 10/2 Review book5 複習週記 5 週計畫 5 practice 13 看圖寫作：連環圖看圖寫作；自由結局看圖寫作；單圖題 14 10/9 三民版第冊 1-5 第五冊 1 複習週記 6 週計畫 6 學 practice 14 圖表題：圓餅圖圖表題：柱狀圖圖表題：折線圖 15 10/16 第一冊 6-10 第五冊 2 複習週記 7 週計畫 7 practice 15 第一次英聽北模、全模試題、中模、坊間模擬題等 16 10/23 第二冊 1-5 第五冊 3 複習週記 8 週計畫 8 practice 16 北模、全模試題、中模、坊間模擬題等 17 10/30 第二冊 6-10 複習週記 9 週計畫 9 practice 17 北模、全模試題、中模、坊間模擬題等

週日期 Vocabulary 字彙依類別新型模擬考歷屆試題 Listening 聽力 Writing/grammar 寫作句型文法 18 11/6 第三冊 1-5 第五冊4 全模複習週記 10 週計畫 10 practice 18 北模、全模試題、中模、坊間模擬題等 19 11/13 第三冊 6-10 第五冊 5 週計畫 11 週計畫 12 practice 19 北模、全模試題、中模、坊間模擬題等 20 11/20 第四冊 1-5 第五冊 6 週計畫 13 週計畫 14 practice 20 北模、全模試題、中模、坊間模擬題等 21 11/27 第四冊 6-10 週計畫 15 週計畫 16 雜誌英聽北模、全模試題、中模、坊間模擬題等 22 12/4 Review book 1 新型試題 111 北模 1 全模 1南一版雜誌英聽北模、全模試題、中模、坊間模擬題等 23 12/11 Review book 2 北模 15-16 全模（新竹）翰林版中模 1 第二次英聽北模、全模試題、中模、坊間模擬題等 24 12/18 Review book 3 全模 2 南一版全（新北基）第二次北模、全模試題、中模、坊間模擬題等 25 12/25 Review book 4 全模 4翰林版全模 4南版句型文法總複習 26 1/1 Review book 5 北模 2 學測參考試題考前猜題 27 1/8 學測 1/20-22 新型試題 112 北模中模全模四回考前猜題

Teaching Methods 教學方法

Vocabulary

1. 簡介字根字首、對於難字建立心像圖。

2. 採螺旋式學習：在暑假複習1-4冊的單字，並教授第5冊。

3. 練習歷屆試題與模考試題，複習高頻及重要單字（同意、反義、相關衍伸字彙）。

4. 行有餘力，再背誦其他版本單字（龍騰、三民），或是背誦5000字（第級到第五級單字）。

To Be Continued

Mental Image

sensational sense vt/C sensor C instinct C/ intuition C sentimental a sensitive a sensation C vs. perception C

Practice詞彙變化 : 仿劍橋英檢試題

三民book2 lesson 2

Listening

1. 提供20回練習。 2. 沒時間時可只挑較弱的題型練習。 3. 能力較佳者，額外提供雅思IETLS或多益TOEIC練習。

Translation/ Grammar/ sentence structure

1. 利用暑假期間快速複習高中所有重要句型文法（包括龍騰、三民、翰林版所有句型），奠定寫作的基礎，並在課堂上練習翻譯。

2. 每種句型上完後，會在課堂抽考，以強化記憶。

3. 了解句型文法有助於攻克克漏字、文意選填題型以及混合題。

4. 在作文課時，進行句型複習（課前作業的檢討）。

5. 最後一兩個月時，寫模考翻譯。

假設語氣

與現在事實相反

與過去事實相反

未來不可能的假設

Were it not fo r/ but for I wish/if only

must V/ have +pp

S+ must/may/might/ could+ VR/ have p.p. if 條件句 unless

as if/ as though

providing /suppose that S V

S insist that S ( should) V

it is necessary that S (should ) V

if possible/ if not

1. 與現在事實相反的假設counterfactual preset ：if S+ Ved/were/ 過去式助動詞( not) , S + should/would/might/could + V rules: 與現在事實相反的假設用過去式。

龍騰4-4 三民 2-8三民 5-2翰林3-3/3-7

1) examples:

a) If you asked her nicely, she would say yes, I’m sure.

b) If people complained, things would change. (People don’t complain at the moment.)

c) If you decided to take the exam, you would have to register by 31 March.

d) Not: If you would decide to take the exam …

1) 倒裝句：If 可省略，在把if句中的were (與現在事實相反)或助動詞(與過去事

實相反had/ should…)移到句首：龍騰5-6翰林5-4

a) If I were you, I would tell him the truth.

>> Were I you, I would tell him the truth.

a) If he did not care for you, he wouldn’t invite you to his party.

1) Practices:

a) 如果我家後院有一個花園，我就會在那裡種很多花。

b) 如果Oscar 會游泳，他就會為了減肥每天游。

c) 如果Judy 是老師，他就會盡可能鼓勵學生。

1) Answers:

a) If I had a garden in my backyard/ If there were a garden in the backyard of my house, I would plant a lot of flowers there.

b) If Oscar were able to swim/ could swim, he would swim every day to lose weight.= Were Oscar able to ..,

c) If Judy were a teacher/ Were Judy a teacher, she would try her best to encourage students.

1. 與過去事實相反的假設counterfactual past：if + had p.p., S +should/would/might/could + have + -p.p. 龍騰4-5三民3-5三民 5-2翰林3-7

1) rules: 與過去事實相反的假設用過去完成式

2) examples:

a) It would have been easier if George had brought his own car. (George didn’t bring his own car, so the situation was difficult.)

b) If the dog hadn’t barked, we wouldn’t have known there was someone in the garden. (The dog barked, so we knew there was someone in the garden.)

1) Mixed conditionals: 混合假設：學測110

當時如果～，現在就～

If I hadn’t met Charles, (I met Charles

if we hadn’t given her a pay-rise (We gave her a pay-rise

1) 倒裝（inversion）:If 可省略，在把

should…)移到句首：龍騰5-6翰林5-4

I wouldn’t be here now. so I’m here now.)

She wouldn’t still be working for us. so she is still working for us now.)

a) If I had known you were waiting outside, I would have invited you to come in. >> Had I known you were waiting outside, I would have invited you to come in.

1) Practices:

a) 如果我昨天就知道著個消息，我當時就會告訴你。

混合假設語氣

a) 如果你當時選擇讀醫，你現在就會是個醫生。

1) Answers:

a) If I had known this news (Had I known this news), I would tell you. .

b) If you had majored in medicine (Had you chosen to study medicine), you would be a doctor now.

if句中助動詞(與過去事實相反had/

與過去事實相反與現在事實相反

To Be Continued

Writing

學習文章架構，應用高中重要句型。

2. 教授描述文、敘事文、說明文、議論文、書信文、圖片提、圖表題

4. 提供國際、台灣相關英語新聞文章，不僅有助於學習英文更有助於其他學科相關知識。

1. 3. 最後以模考題或時事題等練習。

說明文--分類文 classification essays

The Three Main Types of Volcanoes

active volcanoes dormant volcanoes extinct volcanoes

topic sentence Scientists have categorized volcanos into three main categories: active, dormant, and extinct.

Supporting details

Conclusion sentence

1. an example of an active volcano

2. an example of a dormant volcano

3. an example of an extinct volcano

In short, the above classification is primarily based on a volcano's eruptive pattern.

Scientists have categorized volcanoes into three main categories: active, dormant, and extinct.

An active volcano is erupting now or may erupt again in the near future. 'One example of an active volcano is Mount Merapi in Indonesia. 'It erupted in 2018, choking the sky with thick black smoke. 'A dormant volcano is a volcano that hasn't erupted for a long time, but for which there is the possibility of future eruption. 'For example, Mount Changbai in China is a dormant volcano that erupted in 1903. 'It had remained inactive for more than 100 years. 'An extinct volcano is one that erupted thousands of years ago, and it has no likelihood of eruption. 'Mount Kilimanjaro in Tanzania had its major eruption about 100,000 years ago, and it had no possibility of erupting again. 'Thus, it is categorized into the group of extinct volcanoes.

In short, the above classification is mainly based on

practices

learner divided by learning style

A) to begin with B) for example C) lastly D) second

According to different learning styles, learners can be classified into three main types: learning by hearing, seeing, and doing. _________, learners who learn by hearing (auditory learners) would rather listen to their learning materials than read them. They basically depend on listening to either teachers or other forms of audio instructions to learn new things. ________ , learners who learn by seeing (visual learners) learn best through graphics, demonstrations, and written texts. They rely on visual aids to learn effectively. __________, they may use pictures, videos or diagrams to help them process the information. _________for learners who learn by doing (physical learners), physically performing a process is the way to learn. They process information through "hands-on' experience. For this kind of students, learning by doing is the easiest way for them to learn.